Video part 1
This presentation is the property of its rightful owner.
Sponsored Links
1 / 29

Video Part 1 PowerPoint PPT Presentation


  • 46 Views
  • Uploaded on
  • Presentation posted in: General

Video Part 1. http:// www.youtube.com/watch?v=e89NczRc9hQ. Relationship of Assessment and Environmental Factors . By: Sonya Felmly KIN 582 West Chester University. Objectives. This presentation will include information on… The importance of assessments in physical education

Download Presentation

Video Part 1

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Video part 1

Video Part 1

  • http://www.youtube.com/watch?v=e89NczRc9hQ


Relationship of assessment and environmental factors

Relationship of Assessment and Environmental Factors

By: Sonya Felmly

KIN 582

West Chester University


Objectives

Objectives

This presentation will include information on…

  • The importance of assessments in physical education

  • Norm-Referenced Assessment/Criterion-Referenced Assessment

  • Measurement

  • Assessment Decisions, Identification Decisions, Placement Decisions, Instructional Decisions

  • Environmental Factors

  • Getting to know your student

  • Summary


Why assess in physical education

Why assess in Physical Education?

  • The primary goal of assessment should be seen as the enhancement of learning, rather than simply the documentation of learning" (NASPE, 1995).

  • However, when physical educators assess students on their dress, attendance, effort, or attitude what is it that we are enhancing (Johnson, 2008).

  • Assessment- “planned technique used to measure, judge or diagnose a student’s achievement and to make inferences based on that evidence for a variety of purposes, including planning” (Doolittle,1986)


Assessment in ape

Assessment in APE

Purposes

  • Identifying if a student qualifies for adapted physical education

  • Develop appropriate goals

  • Implement appropriate instructional activities and that supports achievement towards IEP goals

  • Determine the most appropriate placement

    Zero Exclusion/ Zero Failure


Review idea

Review IDEA

  • Emotional Disturbances

  • Hearing Impairment

  • Intellectual Disability

  • Multiple Disabilities

  • Orthopedic Impairment

  • Other Health Impairments

  • Specific Learning Disability

  • Speech or Language Impairment

  • Traumatic Brain Injury

  • Visual Impairment, including blindness

  • IDEA considers students to be eligible for special education, and adapted physical education if they are identified with one of the 14 disabilities stated in the law.

  • Autism

  • Deaf-Blind

  • Deafness

  • Developmental Delay


Identification decisions

Identification Decisions

Eligibility or Classification Decisions

Determines if a child’s performance level needs special attention

Physical education teachers must select and administer assessments to identify students needs


Placement decisions

Placement Decisions

  • Determine the most appropriate instructional placement and least restrictive environment. (Figure 2.4 page 18)

    • Childs needs and develop an appropriate program

    • Where is the program is going to be implemented?


Different placements for adapted pe

Different Placements For Adapted PE

IDEA requires students with disabilities to be instructed in the least restricted environment.

  • General Physical Education

  • General Physical Education with APE Consultation

  • APE direct services in General Physical Education

  • Part-Time APE and Part-Time GPE

  • Reverse Mainstreaming

  • Self-Contained APE


Instructional decisions

Instructional Decisions

  • The decisions can be made by using a variety of assessment tools.

    • Data collect is used to make informed instructional decisions

    • Assessment is ongoing,- part of the instructional process

  • Best Practices


Video part 2

Video Part 2

  • http://www.youtube.com/watch?v=yMhUStZDUEg


Assessment testing

Assessment/Testing

  • Assessment Vs. Testing

  • Instruments, tests, assessments, items, and tools

    • Procedures used to collect information on the behavior being assessed.

      • What is being assessed

      • Conditions

      • Equipment required

      • Administration instructions

      • Scoring


Assessment instruments

Assessment Instruments

  • Norm-Referenced Instruments

    • standardized test designed to collect performance data that is compared with reference standards composed of normative data provided with the instrument.

  • Standardized Test

  • Peabody Developmental Motor Scales 2 Pg. 11


Assessment instruments1

Assessment Instruments

  • Criterion-referenced instruments

    • less standardized and involve more evaluating performance against set criteria.

    • Skipping

      • Move forward by stepping and then hopping

      • Maintain an upright body posture

      • Alternate the step-hop pattern between feet

      • Move arms in opposition to legs

  • Figure 2.2 Pg. 13


Assessment instruments2

Assessment Instruments

Assessments Instruments must include:

  • Validity

  • Reliability

  • Objectivity

  • Norms


Validity

Validity

  • Instrument is valid if the scores collected measure what the instrument was designed to measure.

    • Face Validity

    • Content Validity

    • Concurrent Validity

    • Construct Validity

    • Criterion Validity

  • Pg.38-42


Measurement

Measurement

  • Type of data collected

    • Throwing

      • Knowledge of key components

      • How far the student can throw

      • How accurate the student can throw

      • Perform the key components correct

  • Process Vs. Product


Reliability

Reliability

  • Consistency of the resultsover a multiple of trials.

  • Administration procedures

  • Case Study 2 on Page 43

  • Provide more trials and Attempts


Video part 3

Video Part 3

  • http://www.youtube.com/watch?v=s5P84VShUx8


Objectivity norms

Objectivity/Norms

  • Reliability between two different people administering the same test to the same group of students. (Interrater Reliability)

  • Norms are a description of how a sample of students performs on a test in relation to the children in the normative sample.

    • Norms can be gender, grade, or age

    • On page 48 Table 4.1- Normative Data for Males and ages on Mastery of Batting.


Environmental factors

Environmental Factors

  • Space/boundaries

  • Type of Equipment

  • Equipment laying around

  • Class Format

  • Reduce visual and auditory distractions

  • Time of Day/Duration

    Other things to think about..

  • Start and Stop Signals

  • How the student communicates with you

  • Level of Motivation

  • Level of Difficulty

  • Order of the assessments

  • Demonstrations


Assessments

Assessments

  • When giving a student with a disability an assessment remember…

    • Autism

      • Use pictures for criteria

      • Give directions in chunks

      • Demonstrate cues

      • Positive behavior Reinforcements

      • Let student choose the color or texture of the equipment

      • Have set boundaries


Disabilities

Disabilities

  • Deaf/Hard of Hearing

    • Use visuals to give directions and criteria

    • Have students close to you

    • Model the skill

    • Provide extra demonstrations

    • Make sure the testing environment has adequate lighting

    • Avoid excessive noises

    • Give appropriate wait time

  • Serious Emotional Disturbance

    • Have a calm environment

    • Lots of Praise

    • Give students more time to practice

    • Assess individually

    • Use visual aids


Disabilities1

Disabilities

  • Intellectual Disabilities

    • Give directions in chunks

    • Model Skills

    • Give appropriate wait time

    • Class Formats

    • Immediate positive feedback

  • Multiple Disabilities

    • Modify equipment

    • Modify criteria/what you are assessing/ Is it appropriate?

    • Think Safety First

  • Visual Impairments

    • Think Safety

    • Use tactile or Auditory Boundaries

    • Modify Equipment

    • Give specific verbal directions

    • Translate directions into Braille


Disabilities2

Disabilities

  • Orthopedic Impairment

    • Use assistive technology

    • Modify Equipment

    • Know your student

  • Deaf-Blindness

    • Think Safety

    • Use tactile or Auditory Boundaries

    • Modify Equipment

    • Give specific verbal directions

    • Translate directions into Braille

    • Have students close to you

    • Model the skill

    • Provide extra demonstrations

    • Make sure the learning environment has adequate lighting

    • Avoid excessive noises

    • Give appropriate wait time


Disabilities3

Disabilities

  • Specific Learning Disability

    • Use visuals

    • Give directions in chunks

    • Clear directions

    • Demonstrate

    • Positive feedback

  • Speech or Language Impairment

    • Give directions in chunks

    • Demonstrate

    • Give appropriate wait time- Do not rush the student

    • Use visual s

  • Traumatic Brain Injury

    • Safety- Soft equipment

    • Clear Boundary lines

    • Give appropriate wait time


Disabilities4

Disabilities

  • Other Health Impairments

    • ADD/ADHD

      • Give Breaks

      • Break Up Assessments

      • Have an assessment schedule

    • Obesity

      • Give Rest Breaks

      • Positive Feedback

    • Type 1 Diabetes

      • Watch for fatigue

      • Water Breaks

      • Use visuals

      • Demonstrate


Disabilities5

Disabilities

  • Other Health Impairments

    • Rheumatic Arthritis

      • Be aware of the amount of stress on joints

      • Less Trials

      • Be mindful when weight lifting

    • Asthma

      • Be mindful of how much you are assessing

    • Sickle Cell/ Leukemia/ Tourette's Syndrome

      • Provide Rest and Water Breaks


Summary

Summary

  • Assessment is used to make identification, placement, and instructional decisions.

  • All assessments must be reliable and valid

  • Assessment is important for students with disabilities.


  • Login